Abstract:
The purpose of this study was to investigate the practices and challenges of school based
continuous professional development in government secondary schools of Fafan Zone, Somali
Regional state. To achieve the objectives, the study collected primary data from different
informants in secondary schools of Fafan Zone. The participants of interview were principals,
vice principals and school CPD facilitators. Supervisors and education office experts were used
in interview. The research methodology employed in the study was descriptive survey research
design. School principals, school CPD facilitators, supervisors and education experts/CPD focal
persons were selected purposively as sources of data where as teachers were selected with simple
random sampling for the study. The data gathering tools employed were questionnaire, interview
and document analysis Questionnaire was administered to teachers of which all were properly
filled in and returned. Then, the information gathered through closed-ended questionnaire was
analyzed using percentage, frequency and mean score while the data gathered through interview
and open-ended questions were narrated qualitatively. Results of the document analysis were
also described. The analyses of the data revealed that the extent of teachers’ engagement in
continuous professional development practices was inadequate. The findings showed that the
absence of strong link between CPD and teachers’ career development structure, efficiency,
license and relicense could lead to teachers’ loss of trust in CPD. stakeholders were providing
insufficient support for the teachers. School based continuous professional development was
inadequately implemented and students‟ academic achievement in sufficiently improved in was
government Secondary School. Therefore, the regional and woreda education bureaus should give
great attention about CPD program and should also capacitate the schools.moreover, Principals
should organize necessary training on CPD as well as motivational program and they should be
Committed for their contribution for the implementation of CPD preparation of the school CPD
plan and practically assist teachers by creating conducive environment and also consideration
should be given mainly to the capacity development of all the stakeholders involved in the
delivery of the CPD program
